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Limericks are far too short to be used as challenge entries, but as I'll show you later on, there are solutions to that little problem. But learning to write a good limerick will also help you to develop other poetic muscles; that's a good thing, right?
For this week, I've got a co-teacher--Vonnie Blake, who taught limericks for many years in a Christian elementary school. What you have before you now is a melding of our two lessons.
Here we go, then! Limericks were supposedly invented in the Irish town of Limerick in the 1700s. They are easy to create and lots of fun. They have a reputation of sometimes being crude, but they don't need to be. But be careful if you go searching online for examples of limericks. Historically, they've become famous for their naughtiness, and many that you'll find online are just plain dirty.
A limerick is a humorous (often absurd) poem with the following characteristics:
1. It has 5 lines—a couplet within a triplet
2. The rhyme scheme is (aabba)
3. Lines 1, 2, and 5 generally have 8 or 9 syllables
4. Lines 3 and 4 generally have 5 or 6 syllables
5. Most often, the lines have this pattern: unstressed/STRESSED/unstressed/unstressed/STRESSED/unstressed/unstressed/ STRESSED
6. The first line often introduces a character, and sometimes a location: common formats are "There was a young woman from…" or "There once was a fellow from…" or "A lady named Sally who…"
7. Lines 1 and 5 may end with the same word
8. Often limericks include a pun in the last line, which hopefully leaves the reader with a smile.
Okay, that seems like a lot of rules for a form that's essentially pretty simple. Here are a few examples of clean, published limericks. Edward Lear is known for his limericks; here's one you might have heard.
There was an Old Man with a beard,
Who said, "It is just as I feared! --
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard.
Here's an anonymous one, from Norton's Anthology:
There once was a man from Nantucket
Who kept all his cash in a bucket.
But his daughter named Nan
Ran away with a man
And as for the bucket, Nantucket.
One more by Edward Lear. This one has homophones and alliteration:
A flea and a fly in a flue
Were caught, so what could they do?
Said the fly, "Let us flee"
"Let us fly," said the flea.
So they flew through the flaw in the flue.
So…why master limericks?
1. Go back to my rule #5: that pattern of meter isn't often found here in the Writing Challenge, and it's a welcome relief to the typical unstressed/STRESSED pattern we get in most rhymed poems. I've heard the latter referred to as "sing-song", and it's true that especially in long poems, the reader can weary of dah DAH dah DAH dah DAH dah DAH. Learning how to write in new meters is an important poetic skill.
2. This one bears repeating—if you're a poet, you should know poetry. All forms, even the silly ones.
3. Even though a limerick is too short for a challenge entry, you can string several of them together in an entry. I did this for the "Enter" topic, in a poem called The Psalmist at the Gate Note that I used the rhyme and meter of the limerick, but not the humor, etc.
That's what you can do, too!
By the way, if you know the old hymn "Blest Be the Tie that Binds"—you can sing most limericks to that tune, although you may have to bunch up a few syllables in lines 3 and 4. But if you need help with the meter, try that song. It might do the trick.
Homework: Write a limerick, following ALL of the characteristics of a limerick listed above. When writing a limerick, don't forget to put a punch in the last line.
IF you write one "conventional" limerick, you may also try one that breaks a few of the rules: perhaps an inspirational poem, or a seasonal one…you decide. BUT I'd like you to retain the most important limerick traits—the rhyme scheme and the meter.
Comments? Questions? What was easy/difficult for you? Anything else you'd like to say about limericks specifically, or any of the other lessons to date?


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BALTIMORE — Some Baltimore businesses, from bars to sportswear shops, are profiting off the Ravens' Super Bowl run during the slow post-holiday period.
But economists said the football team's success is probably having a limited impact on the region's economy as a whole.
"Sure people are going out to bars and restaurants to watch the game… but they would have just done that somewhere else otherwise if the playoff run wouldn't have been going on," said Brad Humphreys, a University of Alberta economics professor who has studied the economic impact of sports on cities.
Businesses that cater to Ravens fans, however, are seeing a real benefit.
At Mother's Federal Hill Grille, which sits within earshot of M&T Bank Stadium, owner Dave Rather said he has seen a 30 to 50 percent increase in business during the Ravens' three playoff games. He said the boost in sales is largely due to customers buying more drinks in celebration.
Business is typically slower in January, but Mother's is expecting another big crowd for Super Bowl Sunday.
"The Ravens games are the busiest days all year long, so the playoffs are like having your busiest day four times over," Rather said.
The rise in alcohol sales during the football postseason has benefited not just bars, but also liquor suppliers and wholesalers.
"I'm making a lot more money this month. I'm up 50 percent from last year… We're just killing it," said Angelo Picillo, a sales representative for Republic National Distributing Company.
He said he had sold $100,000 of alcohol in Baltimore in the last week alone, and $255,000 during the Ravens' playoff run. One of Picillo's most popular products this month: purple Three Olives vodka.
Local clothing vendors have also sought to capitalize on Baltimore's purple fever. With local favorite Ray Lewis retiring after this year's Super Bowl, his jerseys have been "flying off the shelf," said Xavier Dandridge, manager of The Sports Shop in Baltimore's Inner Harbor.
Dandridge said his revenues this month are three time higher than in January 2012, which he attributed almost entirely to the Ravens' postseason victories.
City officials said they hoped the national attention focused on Baltimore over the last two weeks will convince tourists to visit in the future.
"Having the Ravens in the Super Bowl shines a national spotlight on Baltimore both as terrific sports town but also as a great city to visit," said Tom Noonan, president and CEO of Visit Baltimore. "People all around the country are hearing about and seeing Baltimore."
But this week, the Ravens success is drawing few tourists to the city to help Baltimore's tourism economy. Diehard Ravens fans are leaving town to spend money in New Orleans, home of Super Bowl XLVII.
"A significant amount of spending power, some of which would have taken place in Baltimore, instead will take place in New Orleans," said Anirban Basu, CEO of Sage Policy Group, a Baltimore-based economic consulting firm. "There is a source of negative impact associated with the Ravens going to the Super Bowl."
The costs associated with a trip to the Super Bowl are staggering. The least expensive ticket available for the game as of Wednesday evening (Jan. 30) was priced at $1,600 according to TiqIQ, a website that aggregates ticket listings on secondary markets. New Orleans hotels, rental car agencies, restaurants and bars will benefit, not their counterparts in Baltimore.

subset: commoncrawl


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Who were the mentors who have made a difference in the lives of some well-known La Plata County residents?
Big Brothers Big Sisters Executive Director Tracy Cornutt
Frank Morgan, a supervisor at an early job at Dole Food Co.: Not only did he make work fun, he just had great business sense and took everything in stride. He said, Sometimes you just have to trust that you dont have all the answers.
County Commissioner Julie Holligan Westendorff
Alex Tejada, who hired her for his law firm when she first came to town: He established a lot of the ethics I had as an attorney and a tribal prosecutor for the Southern Ute Tribe, ethics like having respect for everyone, recognizing that everyone has value, listening to the voices of everyone, both people who have money and people who dont have as much.
Durango City Manager Ron LeBlanc
Sam Mamet, executive director of the Colorado Municipal League: Ive known him for 33 years. Hes renowned across the country for his ability to talk to people, and Ive used a lot of what I do today from him in terms of communication.
Tim Walsworth, the new executive director of the Durango Business Improvement District
Second grade teacher Mrs. Burchelman and middle school coach Wes Wolfshaw: She made me feel special and always complimented my work. I was slow and small, but he was a good guy. He was trying to win, but he was also trying to instill some life lessons in us young boys.
Womens Resource Center Executive Director Liz Mora
Margie Deane Gray, executive director of the Fort Lewis College Foundation: She spoke as a fundraising professional at a nonprofit management class at Fort Lewis, and she did it with so much knowledge and grace. She inspired me to do the same and have as big an impact on my organization as she does on FLC.
Fort Lewis College Foundation Executive Director Margie Deane Gray
Her mother, Betty Deane, and oldest sister, Nancy Kreitler: My mother was always one to volunteer in the community, and one thing I learned from her is to treat everyone with respect and integrity, whether its a homeless person or the richest person in the world. My sister was much the same, and when I was younger, she guided me in the right direction, asking me Is this really the best thing for you? and making me think.


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Margaret Agnes Lussky
Margaret Agnes Lussky, 94, of Jenks Street, Brookville, died Saturday, April 23, 2011 at Jefferson Manor in Brookville.She was born on Feb. 16, 1917 in Byrnedale, daughter of the late James O'Neill and Agnes O'Donnell O'Neill. On Feb. 3, 1940, in Waynesburg, she married Louis L. Lussky, who preceded her in death on Nov. 23, 1996.In her younger years, she worked for the Produce Yards in Pittsburgh, and later as an office clerk for Matson Insurance Co. in Brookville. She was a member of the Immaculate Conception Church in Brookville, where she was a member of the Altar Rosary Society. She was active with the Heritage House in Brookville, cruised the Caribbean and Europe and enjoyed travel in the U.S., Canada, and Mexico. She especially loved her family, religion and her community.She is survived by two sons, L. Mark Lussky of Brookville and Joseph J. Lussky of Brentwood; and numerous nieces, nephews, grand-nieces and grand-nephews. She was the last member of her immediate family. In addition to her husband and parents, she was preceded in death by a brother, Jack O'Neill; and three sisters, Eleanor Lutz, Mary Brennen and Rose Fledderman. A funeral service for Margaret Agnes Lussky was held Friday, April 29 at 10 a.m. at the Immaculate Conception Church in Brookville, with the Rev. William Laska officiating. Interment took place at the St. Mary's Cemetery in Rose Township, Jefferson County.Memorials may be made to Heritage House, 4 Sylvania St., Brookville, PA 15825.


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|Tourism Industries Publication: 1994 Summary of Int'l Travelers - Revised October Report
These reports provide international visitor arrival statistics by world region and 90 different countries. Each report contains 14 different tables with world region arrivals, top 20 generating countries, month of arrival by world regions and selected countries, type of visa, mode of transportation, age groups, states visited (first intended address only), and the top 47 ports of entry for 25 selected countries and in world regions.
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1994 Summary of Int'l Travelers - Revised October Report
Item #: a-453
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Practice Summarizing With More Short Stories
Lesson 13 of 13
Objective: SWBAT recount short stories and determine the main idea and supporting details to summarize.
- 'Practice with More Short Stories' powerpoint
- William Branford & Plymouth: A Colony Grows by Susan Whitehurst (I used excerpts in the powerpoint from the text)
- 'Practice with More Short Stories' worksheet
- teacher template
- boat template (one boat per student & one for the teacher)
- brown or blue 9x12 construction paper for each student
- whiteboard set up
- Lesson vocabulary words from the Reading/Writing word wall: literature, main idea, supporting ideas
I'm teaching this lesson because my students need practice identifying main idea. There are questions on assessments (state and district) that are multiple choice and ask them to choose the best answer. This is the second lesson I have taught this way. Please refer to Practice Summarizing with Short Stories to see the first lesson.
My goal is to help my students summarize in 3 ways. I'm using the 'arrow' and idea of 'pointing' to the main idea because I think kids need something visual representation of how the 2 ideas support or point to the main idea. I also am asking them to choose a main idea from a list of three and to further deconstruct the text to identify the main idea with supporting details, which is a Common Core Standard. (RL.2.2) The shift in Common Core Standards encourage students to choose a main idea and show 'why' they chose that idea. This is foundational for good reading and a skill that students need to practice. Finally, I want them to be able to summarize a book, by using the main ideas in each section. We do this as a group and then the students practice.
Resources (6)
Let's Get Excited!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students' academic vocabulary. My words are color coded 'pink' for literature/'blue' for reading strategies/'orange' for informational text/'yellow' for writing/'green' for all other words)
Get students engaged & bring students to a common starting point in learning
- "I brought a cool website to show you about summarizing. It has a pirate showing us how to summarize."
- Pull up the website and follow these directions:
- type in a name (anything is fine)
- click 'get your key', click 'continue'
- pick summarizing
- choose a 'pirates' life'.
- Watch the video and then click 'try it yourself'.
- "Let's look and see what the pirate says about main idea and supporting details."
- Try a few summaries with the kids on the website. **
I chose to work on this website with the students. The language level ('pirate speech') is a little difficult and his accent is pretty thick. However, the initial explanation of summarizing and his little summaries are really visual as we moved the sentences. My kids LOVED the website and it was fun to go through it as a group.
Resources (1)
Resources (1)
Teacher's Turn
Give the purpose of the lesson
- Here's a lesson introduction.
- "Today you will some paragraphs about the early America, so you'll be a 'pilgrim' instead of a 'pirate'."
Explain the strategy
- Go through the powerpoint slide 1-2. Explain main idea and supporting ideas. Use the 'arrow' visual to show kids that the supporting ideas 'support' or verify the main idea.
- Slides 3-5 are great slides to model for them. I would pause before showing the answers (by clicking) but think out loud.
Guided practice
- On slides 6-9, have the kids give ideas. More guided practice. Reinforce with your ideas.
- Distinguish main idea & supporting ideas. Here's a video of me reviewing the main idea & supporting details.
Demonstrate the project - slide 11-14
- Show the pages of informational text - discuss the main idea of each section and write the main idea/supporting details on each of the 'sails' on your teacher worksheet.
- Here's the completed teacher worksheet.
- "Now that I have 4 main ideas, I'll cut them out to make a summary for the all of the slides."
- Cut out the boat, and then glue it with the said on the construction paper to make a Pilgrim boat. Here's a picture of my project.
Resources (3)
Students Take A Turn
Explain the task
- "Now it's your turn to try some main ideas. I have some stories on your worksheet about pilgrims for you to read.
- Write the main idea, draw a line and write some supporting details."
- "Think about the size of your printing – we're in 2nd grade now. Write small so it fits in the spaces. "
Student practice
- Students read the paragraphs
- Students identify main ideas on the worksheet with supporting details.
- Remind them to ignore the extra details.
- Here is a student searching the text for the supporting details.
As students examine these multi paragraph texts, they are asked to identify the main topic and supporting details. (RI.2.2) The Common Core Standards wants them to be 'close readers' who are able to analyze the text as they read. Can they identify what the text is about (main idea)? What supports that main idea (details)? How can they show this is the main idea? This ability to return to text, specifically informational text with topics that are cross curricular, allow the students deepen their comprehension.
Resources (2)
Apply What You've Learned!
Show what you've learned
- "Now that you have 3 main ideas, let's cut them out to make a summary for the all of the slides."
- Students cut them out, cut out the boat, and then glue them on the construction paper to make a Pilgrim boat. Here's a picture of one of my students making the project.
- Here's some examples - completed student project and student project 2.
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.
I read the paragraphs with my students who had language challenges. We sat as a group and I gave them prompts for writing.
Students with more ability should be encouraged to use some of the vocabulary from the topic, such as 'colonist', 'taxes' and 'ruled'.


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On Sunday, a report emerged that Ravens linebacker Terrell Suggs could be back from a partially torn Achilles tendon by October 21, when Baltimore is scheduled to play the Texans in Houston.
On Monday, Aaron Wilson of the Baltimore Sun reported that Suggs won't be back by October 21. Wilson's story cites an unnamed source who says that Suggs isn't targeting the Week Seven contest, and that "it's far too soon to know" when Suggs will be able to play.
Per Wilson, Suggs is more likely to return in November, probably later in the month.
Suggs is on the reserve/non-football injury list. He's able to return to practice after Week Six, but before Week Nine. Once he returns to practice, he'll have three weeks to join the active roster, or revert to a season-ending reserve list.


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28 Jan 2012 10:47:09 AM
McKee and Cobb Both Fired After MFC 32: Bitter Rivals
This is now even less likely to ever get televised, while Caged is a real show. Yeah, that sounds about right.
Antonio McKee is now officially a free agent. After missing weight by an inexcusable seven pounds for his title defense against Brian Cobb last night- resulting in the fight being changed to a three round non-title affair and McKee forfeiting twenty percent of his purse- McKee was released from his MFC contract. And yes, Antonio McKee defeated Brian Cobb by unanimous decision last night in his last appearance (possibly) under the MFC banner.
For those of you still reading, Brian Cobb also missed weight for the evening's co-main event. Brian Cobb came in a whopping half pound overweight, resulting in promoter Mark Pavelich telling him that it was now "win or go home" for him as well. Despite taking the third round from a clearly exhausted McKee, Cobb came up short and was subsequently released from the promotion. It would have been interesting to see how the championship rounds would have played out, you know, if both men actually made weight and all.Read More DIGG THIS


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By Guest Author Linnea Schmidt
By Guest Author Ethan Guthman
By Guest Author Emily Larson
By Guest Author Katie Arnolds
Por Autor Invitado Katie Arnolds
By Guest Author Tanya L. Brown
By Christy Beitzel
Por Christy Beitzel
By Kelsey Repine
Por Kelsey Repine
By Guest Author Jacki Essig
By Guest Author, Saskia Bunge Montes
Por Autor Invitado, Saskia Bunge Montes
By Guest Author, Merlin Ariefdjohan
Por Autor Invitado, Merlin Ariefdjohan
By guest author Molly Terhune
Por Molly Terhune
By Guest Author John Soltys
Por Autor Invitado John Soltys
By Nicole L. Garneau, PhD
Por Autor Invitado, Kelsey Repine
By Guest Author, Kelsey Repine
By Guest Author, Molly Terhune
Por Autor Invitado, Molly Terhune
Guest Author, Lyndsay Krisher
Autor Invitado, Lyndsay Krisher
Guest Author, Katie Arnolds
Autor Invitado, Katie Arnolds
Guest Author, Merlin Ariefdjohan
Autor Invitado, Merlín Ariefdjohan
Guest Author, Katie Arnolds
Autor Invitado, Katie Arnolds
Guest Author, Veronica Searles Quick
Autor Invitado, Veronica Searles Quick
Autor Invitado, Merlín Ariefdjohan
Guest Author, Dr. Jessica Metcalf
Guest Author, Michael A. Bagley
By Chelsea Corser-Jensen
Conversations in Local Health Research
By Brian J. Kempf, PhD
By Rhea May, PhD
By Daniel Raible
By Katherine Lee, PhD
By Audrey Bergouignan, PhD
Thanks to ASMcue for the invitation to speak this year and to all the great educators and scientists in attendance!
By Katherine Brandao, PhD
Congrats to Bruce Randolph School for winning the [email protected] competition sponsored by LiveWell Colorado!
By Jennifer Marie Stratford, PhD
Member Response, Lactose Intolerance
A special thanks to the many readers who sent in comments and questions about "Today's Paleo Diet" recently published in Catalyst.
By Laura Harmacek
By Alexa Dickson, PhD
Guest Blog Post, Dr. Ernesto Salcedo
By Nicole L. Garneau PhD and Tanya Breeling
By Nicole Garneau, PhD
By Nicole L Garneau, PhD
How to Give Veggies a Competitive Edge with Kids By Melissa Wdowik, PhD, RD
By Ernesto Salcedo, PhD
By Keely Sudhoff, PhD
By Yo Pearl the Science Girl
By Devin Walecka
BY Devin Walecka
Message from the Health Sciences Team
By Bridget Coughlin, PhD
By Meghan Sloan, MA
By Jonathan Grudis, MA
Invite from the Health Sciences Team
10:30 to 11:30 a.m., Ricketson Auditorium
Brown Bag Lunch with speaker to follow presentation
Traumatic brain injury (TBI) is damage to the brain resulting from external force. Numerous studies have suggested that TBI significantly increases the chance of developing epilepsy and that the more severe the trauma the increased likelihood of developing epilepsy. This is a topical concern for parents with children in sports activities that increases the chance of TBI. Understanding the relationship between TBI and the development of epilepsy at the cellular level could lead to improved treatments for TBI patients and offer insights into the prevention of epilepsy after head trauma.
Join us as we learn about Dan's research to examine the role of signaling, both in and between, cells after a TBI using two different severities of head trauma. His research shows that advanced helmets and head protections limit negative cellular signaling and improve neurological outcomes after a TBI.
Daniel Raible works at the Brooks-Kayal Lab in the Neuroscience Program at the University of Colorado School of Medicine. His advisor is Amy Brooks-Kayal.


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Find Local Music
If you want healthy skin, make sure to include beans in your diet. It contains hyaluronic acid which is a vital anti aging substance. Hyaluronic acid holds water that plumps your skin so that wrinkles and lines are less visible. Hyaluronic acid increases skin hydration, keeps skin moist and smooth, boosts skin elasticity, increases collagen synthesis, nourishes healthy skin cell growth, promotes firm skin tone and supports healthier joints. It is one of the most important components that plays an important role in cell proliferation and migration. Beans can be consumed in any form and sprouts are a very healthy option. Carrots are rich in Vitamin A which helps increase collagen production and slows the breakdown of collagen and elastin that causes skin aging. Vitamin A thickens and stimulates the dermis where collagen, elastin and blood vessels are present and it also helps improve blood flow to the surface of the skin. It repairs the Collagen cellular structure of the epidermis which gives us protection from UV rays and it decreases the clustering of melanin granules that reduce brown spots and pigmentation. It gives us healthy skin by decreasing sebum production and also lowers the problems of acne. It helps in the eradication of pre cancerous skin lesions and promotes a strong cellular membrane around the cell.
Flaxseeds are an amazing source of omega 3 fatty acids. One quarter cup of walnuts contains about 2.7 grams and one quarter cup of flaxseeds contains about 6.3 grams of omega 3 Fatty Acids. Omega 3 fatty acids are considered essential fatty acids. They are immensely necessary for health but our food is the only source of it as our body can't produce it. It reduces the risk of heart disease and helps in brain function, growth and development. By damaging the skin's cellular DNA, excessive UV radiation produces genetic mutations that can lead to skin cancer. Beautiful skin tips should include foods that are rich in omega 3 fatty acids which increase collagen production and reduce the risk of skin cancer also. The inclusion of black or green olives in your diet is one of the best practices for healthy skin. Black or green olives are rich in sulphur which promotes collagen formation. Sulphur was used in ancient times to treat skin problems like dermatitis. It helps reduce skin oiliness, acne and prevents pore blockage from forming. Acne is a skin condition that causes pimples, blackheads and red, inflamed patches of skin. Sulphur is found in a wide variety of skin care products like soaps, cleansers, lotions. Sulphur is also required for the proper structure and biological activity of enzymes and it also boosts our metabolism.. 321
Drop shipping does have its downside. For example, it creates customer service challenges as orders can get mixed up, inventory levels change, and product returns become complicated.
Profit margins for drop shipped items are often razor thin too. For example, I work with a manufacturer of apparel that charges an additional $10 per item drop-ship fee on top of the item's cost and any shipping charges. This brand's products often sell for about $59.99, with a cost of around $30. So a product sold from inventory has about $29.99 in margin while a product sold via drop shipping is at $19.99. If a retailer offers free shipping on orders above $50, an additional $5 to $10 of profit is also gone. Add an average return rate, payment card fees, and the cost of pay-per-click advertising, and there may not be a lot left.
With these potential challenges, drop shipping may work best in conjunction with inventorying some products.
In a dropshipping thing, the retailer does not receive, stock, store, pull, pack, or ship products. All of these tasks are time things, which means drop shipping saves time. In a ecommerce business where the storeowner may also be the shipper, this additional time will be available to actually sell products, which should benefit the company. In larger operations, the timesavings may result in a reduction of labor costs.
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Beatboxing, which many consider the fifth element, is the vocal percussion of hip hop culture. It is primarily concerned with the art of creating beats, rhythms, and melodies using the human mouth, but its modern incantations include a vast array of other aspects as well.
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The Artistic Bloke
William Nicholson
In 1896 the publisher William Heinemann commissioned the twenty-four-year-old artist William Nicholson to make a series of woodblock prints called "An Alphabet." One of its best-known images, "A was an Artist," is a self-portrait of Nicholson dressed as a pavement artist in a workingman's waistcoat and boots, his shirt-sleeves rolled up for a job of work, a bandanna tied loosely around his neck (see illustration on page 24). The image so perfectly embodies our idea of the impoverished artist that we forget how novel such a conception was in England in the 1890s.
Even a decade earlier the word "artist" would have conjured up a picture of the silver-haired Frederic Leighton, presiding over a banquet at the Royal Academy, or hosting a musical soirée at his palatial home in Holland Park. Whether we think of G.F. Watts or John Everett Millais, Edward Burne-Jones or William Powell Frith, successful British artists tended to be prosperous members of the middle class, and proud of it. Even the more raffish ones like Dante Gabriel Rossetti and James McNeill Whistler had lived in some style. But of course Whistler belonged to an older generation, a generation for whom A stood not only for Artist but also for Aesthete.
And everybody knew what an Aesthete looked like. In 1892, only a few years before Nicholson's self-portrait, William Rothenstein painted the artist Charles Conder in a black top hat, tight gloves, and slim greatcoat, swiveling around to face the spectator like a burglar caught with the family silver, or a giant beetle disturbed by the light. Rothenstein's portrait of Conder joined Whistler's of Robert de Montesquieu and John Singer Sargent's of Graham Robertson as a defining image of the artist-as-dandy. As we shall see, Nicholson himself was to paint two of the last and greatest portraits of Aesthetes—but as elegies for the Whistlerian moment in British art. By dressing like a common laborer in his self-portrait, the young Nicholson presents himself to the world as a man of the people, distancing himself not only from the middle class into which he was born but also from the sartorial elegance that marked an artist out as an Aesthete.
In reality Nicholson was a bit of a dandy—or, at any rate, a snappy dresser. Compared to the Aesthetes, his dress sense was less of a symphony in gray and black than a quickstep in primary colors. Sanford Schwartz, in his consistently entertaining study of Nicholson's life and work, tells us that
most of the distinguishing details of his clothing—braces, shirt, collar, waistcoat—were bright lemon yellow or orange-red or were spotted with dots of these colours. He would open up his jacket and a degree of bright light would spring forth. He would often be accompanied by some kind of abrupt little hat, and he frequently wore white ducks and a dark green jacket.
Though he ended his days with a knighthood and as a trustee of the Tate Gallery, we can place Nicholson in…
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Their little princess has arrived. Welcome her into the world -- and congratulate the proud parents -- with a beautiful petite bouquet of snapdragons, lilies, alstroemeria, daisy poms and more. Artistically hand-designed by our florists in a playful green tin planter decorated with stylish pink ribbon.
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vegansludge wrote:lobsteriffic wrote:Leangains.com isn't updated that frequently, but when he DOES post it is usually a really high quality post, I love that site.
Definitely not vegan but you might also want to check out http://www.thespartanwarrior.com. Dan is a big supporter of IF/IIFYM and is extremely knowledgeable about IF/IIFYM and debunking bro-science when it comes to nutrition. He also keeps his own training log online (tswlog.tumblr.com) so you can see how he utilizes these concepts himself.
I've gotten back into IF the last week or so after not being able to make it work once I started having two jobs, not sure if I'll keep up with it again since I'm recomping before I start bulking and I can't imagine trying to slam 1,200 calories in one meal (I'm a food-weakling still) but I can honestly say IF rules.
I absolutely agree 100%, that is a BLOODY GOOD SITE!!!


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|decoratingstudio.com > Beaded Fringe > project ideas >
|Create A Beaded Fringe Rod-Pocket Valance
Fringe Main Project Page
Click on a Beaded Fringe Project/Craft name below
for easy instructions on how to start your beaded trim project:
General Tips When Using Beaded Fringe Trim On Your Projects
Create A Beaded Fringe Rod-Pocket Valance
This is an easy and inexpensive way to dress up plain rod pocket valances.
How To Instructions
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Anthony Shadid, 43, a New York Times reporter who had gone secretly to Syria to describe what he called "the suffering that cannot be covered in words," died on Feb. 16 during an asthma attack while trying to escape to Turkey. Tyler Hicks, a Times photographer, carried his body across the border. Shadid had won two Pulitzer Prizes for The Washington Post. The Times described his "poet's voice" with "deep empathy for the ordinary person." During the Arab Spring, he and his family in Lebanon were under constant threat.
Six days later the Syrian government slammed 11 rockets into an apartment building in Homs that it had been bombarding for 19 days. As the inhabitants fled, they were bombed again. At the bottom of the stairs lay 22 bodies, including a 6-year-old boy and two foreign journalists, Marie Colvin, 56, a veteran war correspondent who had lost one eye in Sri Lanka in 2001, and Remi Ochlik, 28, a photojournalist. The day before, Colvin told the BBC that she had watched a 2-year-old baby die in the bombardment. "Our mission is to report the horrors of war with accuracy and without prejudice," she said, though she always asked herself whether the story was worth the risk. Within a week, 13 Syrian activists were killed trying to help four journalists escape from Homs to Lebanon.
The image of the war correspondent has evolved since William Howard Russell told his London readers after the fatal charge of the light brigade at Sebastopol in 1854 that if the exhibition of valor gives consolation, they need not regret the catastrophe he was about to describe. From the Spanish American War to World War I, Richard Harding Davis was the "glamour boy" correspondent; but when he witnessed the German burning of Louvain in 1914, he suddenly realized that war was not a "game," but "a war against the defenseless, war upon churches, colleges, shops of milliners and lacemakers; war brought to the bedside and fireside; against women harvesting in the fields, against children in wooden shoes at play in the streets."
This image of war's innocent victims has driven generations of correspondents to risk their lives. They include, in World War II, Edward R. Murrow, who, perhaps recklessly, accompanied daily bombing raids over Germany; John Hersey, who revealed the horrors—among them the melted eyeballs—of Hiroshima and who taught Marie Colvin how to write at Yale; and Ernie Pyle, a voice for the ordinary G.I. Forty-five correspondents were killed in Vietnam, including the French historian Bernard Fall, who stepped on a land mine, and Marguerite Higgins, who died later of a disease she contracted in Vietnam.
Meanwhile, according to the Committee to Protect Journalists, 907 journalists worldwide have been killed since 1992, 81 of them in 2011 alone. The largest number, 40 percent, have been murdered for political reasons; 34 percent have died in battle. The deadliest country is Iraq. Afghanistan is tenth. In 2012, 10 have died, five of them in Syria. An international conference in January 2012, organized by the Qatar National Human Rights Committee, called for the systematic publicizing of crimes against journalists, the appointment of a High Commissioner of Human Rights to investigate cases, withholding development aid from offending countries and training for women in danger of sexual harassment.
It seems clear now that Syria is not only strictly limiting journalists' access to the country; it is also deliberately killing those who are already there. As a result, stories are now datelined Beirut, Cairo and Turkey; some are pasted together from YouTube videos and other Internet sources; and the major media are reluctant to let their bravest reporters continue risking their lives.
On March 17, 1944, Ernie Pyle walked slowly through the miles of wreckage on Normandy Beach, where the tides carried the soldiers' bodies out to sea, then returned them, buried them in sand and dragged them out again. He came upon two pieces of what he thought was driftwood, but they were the feet of a soldier covered with sand. "The toes of his G.I. shoes pointed to the land he had come so far to see, and which he saw so briefly." After Pyle had seen so much, he wanted to quit, but he went to the Pacific because the Navy wanted the attention his columns inspired. On April 17 he went ashore on Okinawa, and a Japanese machine gunner killed him.
A few years ago a lone American visitor stood by Pyle's grave under a tree on the mountain military cemetery outside Honolulu. A car drove up and two Asian women emerged and placed flowers before the stone. Did they know who this man Pyle was? No, they did not know him, they said, but "he came so far." That is what war correspondents do. They go far away to tell those at home that men and women whom they do not know are dying and that they should care. In the long run, not much can "protect" them from the inevitable risks. But they themselves are willing to die to send the news.


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Getting Close on Valentine?s Day without embarrassing Bad Breath
Posted: January 31, 2008
The Day of Hearts is coming again – a time when we celebrate romantic love, cherish it with our special someone, or celebrate the beginnings of a romantic relationship. It is different things for different people. Some of us will have a valentine, some of us won't.Chances are though, on Valentines Day, we will get close to someone.We will meet new people. Because of this, having fresh breath at all times is very important, because you never know when it's time to get close. How can you have on-the-date freshness if you don't have time to brush?
Be armed and safe with Therabreath Gum and Zox Mints. "French Kiss", the gum used by Hollywood Celebrities is also available.
Why won't regular gum do? Why does it have to be Therabreath? Because most gum out there in the market are sugar-based, and sugar actually feeds the anaerobic bacteria already in mouth. The worse thing that you can do is pop an Altoid in your mouth after you eat – unless you're egalitarian and you feel that the bacteria should eat too.
Now. . . Exactly what do I put in my gum that makes it so great at keeping your breath fresh? Simple. . . First, I've included Zinc Gluconate. Zinc is a known inhibitor of acid production by mutans streptococci (the bacteria in your mouth that cause bad breath). These bacteria thrive in an acidic environment, so when you neutralize acids you improve oral health (and you help prevent that annoying tinny, metallic taste). In addition, a high level of oral acids is bad for your tooth enamel, so you're helping to keep a brighter, whiter smile as well. Zinc ions also perform an interesting function when they meet anaerobic bacteria - they "clog" up certain receptors on the outer cell wall of anaerobic bacteria, so that that "bugs" cannot create sulfur compounds. (Zinc gluconate is the best tasting of all the zinc compounds which can be used in oral products.) Lastly, Zinc Gluconate (and only Zinc Gluconate) has been proven to restore sour/bitter/metallic tastes. Studies have shown that people with long term taste disorders can experience a rejuvenation of their taste buds after long-term use of Zinc gluconate gum or lozenges. . . (which is what we use in ZOX and all of our chewing gum formulas - as well as ALL Plus formulas.) Second, I've used Xylitol as a sweetener, instead of sugar or Aspartame (Nutrasweet) like so many other chewing gums. Xylitol is a natural sweetener made from the bark of hardwood trees. It is also naturally produced in small quantities in our own bodies. It is a sugar alcohol, with makes it safe for diabetics because the body doesn't react to sugar alcohols the same way that it does to sucrose or glucose (found in most of the popular kiddy-flavored gums, such as Big Red, Juicy Fruit, etc.) Most importantly, it has an interesting property in that it has been proven to fight tooth decay and is the only "sweetener" that does so - the complete opposite of sugar - which oral bacteria use to generate acids, which lead to tooth decay. Simply put, a good amount of xylitol provides a healthy environment for an oral ecosystem. Finally, I've included Oxygenating Compounds, specially designed to work with chewing gum base, to gently bathe your mouth and throat with oxygenating molecules designed to neutralize any and all volatile sulfur compounds, located in your mouth, throat, tonsils, and even in the upper reaches of your esophagus. Every time you swallow, your saliva - now loaded with oxygen and zinc molecules - bathes the back of your tongue, throat, tonsils area, and even the very beginning of your esophagus, a formerly ignored hiding place for anaerobic sulfur-producing bacteria. Don't go out on Valentines without these essentials. Carry your box of chocolates in one hand, your roses in the other, and Therabreath Gum or Zox mints in your pocket. The sweetness of your breath really does effect how sweet a time you'll have with your loved one.


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Tag: staffing humor
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IT Recruitment and Staffing Through the Ages
It's 2015 and time for a new approach to IT staffing IT hiring has come a long way over the years. Today, IT recruitment and staffing services, like we offer here at Microserve, maintain a pool of carefully screened candidates, from which they hand pick perfect matches for companies who...
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Woman fends off bear with baby gate
Dover woman says bear clawed one of her dogs
Woman fends off bear with baby gate
Dover woman says bear clawed one of her dogs
A New Hampshire woman says she fended off a 300-pound black bear with a baby gate.
Lisa Webb said she "whacked it in the head" just before Labor Day weekend as she and her family were settling in at a home in Madison.
Webb told the Portsmouth Herald it was dusk, and she was sitting inside with her 11-year-old daughter. They heard their dogs and looked outside, and a bear was on the deck.
Webb said she ran outside and grabbed a baby gate to defend herself and to try to prevent her Labrador retriever and black Lab from going after the bear.
She said struck the bear in the head. The bear eventually went away but clawed one of the dogs, seriously injuring it. The dog is recovering from surgery.


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Background: in those early years of the UN, it seems to have played a larger role in war-zone mediation than it does today, as can be seen, for example, by the short official biography of the UN General Secretary of the day, Dag Hammarskjöld. Moreover, in the Mideast, the UN Truce Supervision Organisation in Palestine (UNTSO) seems to have had a significantly weightier status than its present-day descendants. Its acting chief of staff in 1958, the American Colonel Byron V. Leary, was assumed, at least by the Israelis, to be acting on direct and frequent orders of Hammerskjold. Finally, the armistice agreements of 1949 had left some patches of territory inside Israel's borders as demilitarized zones.
Golda and her colleagues were convinced that the UN was trying to undermine Israeli sovereignty in those areas (which were within the 1967 borders, of course). So, August 11th 1957:
Golda Meir: For a while now there's been tension and a sort of struggle with the UN officials including with Mr. Hammarskjold. Recently however, Hammarskjold has stepped back a bit and he operates through Leary. General [Eedson] Burns [Leary's predecessor, whom we've already met here] fulfiled Hammarskjold's orders, but he did so with charm. Leary doesn't know how to do that.
It's clear that Hammarskjold intends to demonstrate with facts that the demilitarized zones are not the same as the rest of Israel. His position is that these areas have a special status, and the UN has enhanced authority in them. He's never said so openly, nor has he asked us to agree with him, but his actions make clear that he sees it that way, for example when he insists that UN observers enjoy greater independence in those areas and need not liaise with IDF officers.
Recently he [Leary] wanted to station observers above the [B'not Yaacov] Bridge [over the Jordan River on the Syrian border]. We said: no, there's no need. He said, OK, so there will be visits of observers. We agreed to visits. So what did he do? He came one day and announced he'd put an observer there. Joseph Tekoa, of the Foreign Ministry, responded: What do you mean you're announcing. You must ask. He [Leary] said it's demilitarized and he was announcing, not asking. Tekoa told him that wouldn't work and brought the matter to me. Of course we told [Leary] there was no such option: no observers and no special authority in that area. He went back to saying observers would visit. I said OK. What's he doing now? First an observer stood there an hour then left. A bit later, another one came and stood there an hour. Now he has them standing there four hours, to be replaced by someone else for four hours. We told him again we would not allow it to become an observer's position.
Our problem is that no outsider will understand what we're quarreling with them for. Possibly even some Israelis won't understand.
Justice Minister Pinchas Rosenne: I'm one of those.
Golda Meir: I'm surprised at you. At a different place, we quarreled with them about another little detail. They wanted to raise the UN flag over one of the positions. One of our officers was positioned there too. We said it's Israeli territory, there's an IDF officer there, there's no way you're going to fly the UN flag. There's no precedent for such behavior. If you insist on a UN flag, there will be an Israeli flag above it. They said no, that would anger the Syrians. We said Fine, so no flag at all. So they raised the UN flag, and when we saw that we raised our flag above it. He was angry and reported to Hammarskjold, who must also have been angry. They took their flag down, and then we took ours down, too. Then he wanted his observers to spend the night there. We said we don't see any sense in that but if they wish, fine. Leary then said the overnight observers must be armed. We said none of them are armed anywhere else in the country and they won't be armed there either... What Hammarskjold is trying to achieve is that the demilitarized zone isn't under full Israeli sovereignty, and once he succeeds at that he'll apply the same reasoning to the demilitarized zone on the Egyptian border.File א-7903/5


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Master of Education at Waynesburg University
Education is changing at all levels, and the demand is high for dedicated teachers and administrators. The Graduate Education Program strives to prepare teachers who embrace learning and dedicate themselves to service and leadership in the profession. The Graduate Education Program includes a number of options
M.Ed. in Instructional Technology, with or without Specialist certificate
M.Ed. with Concentrations in Autism, Online Teaching, and Supervision and Curriculum Leadership
For your convenience, Waynesburg offers these exciting degree and non-degree programs at three suburban Pittsburgh locations (Southpointe, Monroeville, and Cranberry). Classes meet one night per week (6:00pm.-10:00pm) every eight weeks.
Waynesburg University offers students in all of our programs the practical experience, small classes, and personalized instruction from our professors.
Admission Requirements
In order to be admitted to ALL Graduate Education Programs, the student must have met the following criteria:
- B.A. or B.S. degree from an accredited institution of higher education
- Formal application
- Official college transcripts
- Minimum two recommendation forms
- Additional Program requirements must also be met. Please see specific programs.
Conditional Admissions
Students seeking admission into a graduate education program may be admitted on a regular or a conditional basis. Regularly admitted students are students who the admissions committee determines have the preparation to successfully complete the program. Students who do not meet the above admission criteria may be considered for conditional admission after a personal interview with the program director.
Conditionally admitted students may enroll in a maximum of four courses (12 credits). Upon completion of the four courses and fulfillment of any specified conditions, the student's record and admissions criteria will be reviewed to determine the student's potential for successfully completing the program. If the evaluation of all relevant admission criteria is positive, the student's admission status will be changed to reflect a regular admission.
Academic Curriculum
EDU 505. Introduction to Educational Technologies 3 credits
A survey of the applications of traditional and emerging technologies related to curriculum, research, online learning environments, distance learning, teacher professional development and school reform. Students will have firsthand experience with the utilization of a wide range of technologies and Web resources. Examination of issues of technology related to the present and future concerns in education will be addressed.
EDU 508. Contemporary Issues in Technology 3 credits
An exploration of the current trends and issues facing K-12 educators in providing educational and information technology to staff and students. The course also provides a broad overview of current instructional websites and equipment that can be used in traditional, as well as online school settings. Ethical guidelines, federal and state laws and regulations, including copyright, censorship, local board policies and professional organization guidelines for technology in education will also be addressed. Students will collaborate with classmates to design a working district technology policy and will conduct independent research on current educational technology topics of interest.
EDU 509. Integrating Technology with Teaching and Learning 3 credits
An application of technology tools to the teaching and learning environment. Students will prepare web-based units of study that addresses the approved Pennsylvania State Academic Standards for a selected discipline and the NETS standards for technology usage by students. These units will require K-12 students to use technology for research and problem solving. The projects will also be applicable to distance learning and / or online learning environments.
EDU 515. Educational Assessment 3 credits
An analysis of assessments that utilize technology applications and involve multiple indicators of academic progress. Students in this course will formulate technology based performance outcomes and develop rubrics with clear criteria for assessing achievement. This course will explore the many practices, strategies and tools that can be used to assess K-Adult students authentically via portfolios.
EDU 516. Assessment, Data Collection and Technology 3 credits
This course emphasizes data-based instructional decision-making. Students will learn to use various technologies to access and analyze student performance data, compile performance reports, and make long term, strategic leadership decisions.
EDU 517. Instructional Leadership and Program Evaluation 3 credits
The Instructional Leadership and Program Evaluation course is for school leaders at all levels who want to develop effective programs through assessment, evaluation, and sound leadership in order to tailor structural change that meet the needs of an educational community. Students will explore the current state of American education with a historical view, examine and question an array of concepts and theories used in the process of program/curriculum development, create a needs assessment to identify their educational needs, analyze their particular educational system, and evaluate programs. A major requirement of the course will be the development of a project in which students will design an educational program with its curricular components, analyze data, evaluate it, identify needs and changes, and design a plan. The plan will include strategies that effective educational leaders must use to create effective systemic change.
EDU 518. Online Course Design and Instructional Strategies 3 credits
In this overview of online pedagogy and online course creation, the participant will develop effective online content for their subject area that actively engages the student learner by using student collaboration, inquiry-based learning, and other student-centered classroom techniques. Participant will integrate the tools, techniques and technologies introduced in the other courses in this program into an online course management system to create a complete online unit. In addition to course creation, participant will explore best practices for online instruction such as facilitating online discussion participation, providing digital feedback, developing an online voice, managing accommodations, creating appropriate grouping, and designing effective assessments. Participant will model compliance with acceptable use guidelines, copyright and other issues relevant to 21st century teaching and learning technologies.
EDU 519. Practicum 3 credits
A structured practical working experience for a minimum of 75 clock hours in an educational setting under the supervision of an Instructional Technology Specialist. Students will consult with administrators, faculty, school-age students (K-12) and parents to evaluate available technology and to put into practice those resources that meet student needs. The emphasis will be placed on collaboration and leadership skills for technology integration.
EDU 521. Introduction to Multimedia 3 credits
An introduction to multimedia production techniques using image software, video software, scanners, digital cameras and digital video cameras. Strategies for teaching and managing a classroom with 2-3 computers and multimedia equipment will be explored. All of the techniques used in this class are applicable to either standard classroom activities or may also be utilized for online or distance learning environments as well.
EDU 522. Advanced Multimedia 3 credits
An opportunity to learn about the design and implementation issues involved in the utilization of software applications for education and training purposes. It is a hands-on-course that requires the completion of several different educational software projects. While the project can take any form, it is assumed that each student will produce projects that will be multimedia, digital audio/video and /or web-based.
EDU 525. Project 3 credits
An independent study, culminating activity for students in the Master of Education in Instructional Technology Program. The student will develop a comprehensive faculty training package related to an area of interest approved by the course instructor. The project will provide a six to ten hour training experience that is project based. The final project will be archived on a CD and submitted to the Program Director.
EDU 527. Telecommunications and Networking 3 credits
A course to prepare students to plan, design, construct and evaluate computer and telecommunications networks. It is designed to be useful for teachers, librarians, and administrators considering potential applications of computer, network and telecommunications technologies. By applying both theoretical and practical knowledge, the course will facilitate examination of telecommunications networks and their impact upon the educational process.
EDU 529. Thesis (Independent study) 6 credits
An individual systematic study of a current issue or problem related to educational technology. Methodologies may be either qualitative or action research.
EDU 535. Foundations and Social Determinants of Education 3 credits
A study of the current issues and trends in education and their historical, sociological, and philosophical backgrounds. This course provides a critical overview of historical, intellectual, social and political foundation of American education emphasizing the analysis of differing views regarding the relationship of public schools and American society.
EDU 536. Educational Psychology: Developing Learners 3 credits
A study of psychological concepts and principles that impact the teaching and learning process for middle and secondary students. This course will focus upon the application and integration of psychological principles and developmental theory in the classroom including: physical, cognitive, social and affective development. Prerequisite: Introduction to Psychology at the undergraduate level.
EDU 537. Exceptional Individuals 3 credits
An introduction to the philosophical, legal and historical foundations of the education of exceptional students including individuals with disabilities and/or giftedness. The models and theories of typical/atypical growth, behaviors and the current identification criteria used to describe the characteristics of exceptional learners will be emphasized. A field experience is required.
EDU 538. Instructional Design and Curriculum Development 3 credits
An examination of instructional design theories applicable to both training and educational environments. Students will investigate the factors influencing curriculum and instruction and apply appropriate instructional design to the development of educational materials for adult learners or students in the K-12 classroom.
EDU 539. Reading, Writing and Speaking in Content Areas 3 credits
This course will focus on the methods, theories and materials of teaching the reading process and utilizing writing and speaking in the content fields of Biology, Chemistry, English General Science, Math, and Social Studies. A field experience is required. EDU 545. Teaching Methods for Secondary Content Areas 3 credits A study of the concepts, theories, and methods for teaching at the secondary level. The course explores instructional planning, teaching strategies, classroom management, and assessment in the context of the secondary classroom. A field experience is required.
EDU 545. Teaching Methods for Secondary Content Areas 3 credits
A study of the concepts, theories, and methods for teaching at the secondary level. The course explores instructional planning, teaching strategies, classroom management, and assessment in the context of the secondary classroom. A field experience is required.
EDU 546. Student Teaching 5 credits
Student teaching in a secondary school setting under the sponsorship of a general education classroom teacher with supervision shared by the sponsoring teacher and Waynesburg University faculty.
EDU 547. Seminar in Secondary Student Teaching 1 credit
This course will reflect the contemporary issues a beginning educator will face. These issues will include but not be limited to: school law, alternative assessments, classroom management, learning styles, technology, teacher certification, and portfolio review. Course taken concurrently with EDU 546.
EDU 548. Advanced Studies in Special Education 3 credits
This course will explore current legislation, litigation, issues and trends in the field of special education. Contemporary topics in the field will be critically examined and evaluated.
EDU 549. Teaching in the Inclusive Setting (cross-listed as SPE 547) 3 credits
This course is designed to provide the teacher with essential collaboration skills. Various collaboration techniques and procedures will be explored. The use of the skills in the collaborative and consultative teaching models will be emphasized.
EDU 555. The Adult Learner 3 credits
This course serves as an introduction to the major issues and concerns in the field of adult education as both a formal field of study and a context for professional practice.
EDU 556. Behavioral Intervention 3 credits
This course is designed to prepare prospective special education teachers to manage the classroom using applied behavior analysis, positive behavioral support methods and problem-solving strategies. Students will learn to implement behavioral interventions based on functional analyses of behaviors. A field experience is required.
EDU 557. Instructional Intervention – 3 credits
Elementary Students with Disabilities This course is designed to prepare prospective special education teachers to plan, organize, adapt, and present instruction in several curricula areas. The use of consultative and collaborative approaches known to facilitate success of PreK-6 students with disabilities in inclusive education programs is emphasized. A field experience is required.
EDU 558. Instructional Intervention – Secondary Students with Disabilities 3 credits
This course is designed to prepare prospective special education teachers to use strategy-based interventions to plan and present instruction for at-risk adolescents in grades 7-12 that take place in strategic environments that incorporate goals, expectations, resources, materials and active learning. The course focuses on how to effectively apply instruction and strategy learning in several curricular areas when teaching students at risk. A field experience is required.
EDU 559. Assessment—General and Special Education 3 credits
This course is designed to prepare general and special education teachers to select and administer formal and informal assessment instruments and to evaluate and interpret assessment data including special education evaluation reports, statewide assessment reports, and informal assessment reports for the purpose of planning instruction and evaluating instructional strategies. Legal provisions, regulations and ethical considerations regarding biases in formal and informal assessments of students from culturally and/or diverse backgrounds are addressed. A field placement is required for completion of class.
EDU 565. Literacy Remediation 3 credits
This course provides a study of theory, research, assessment, and instructional strategies specific to literacy remediation. The emphasis will be upon providing a framework for assessing and teaching students who struggle with the literacy skills of reading and writing. A field experience is required.
EDU 566. Faith and the Christian Teacher 3 credits
This course provides a study of the role that a Christian teacher plays in our public schools. There exists much confusion over whether or not teachers must leave their faith outside the classroom. Current and prospective educators will explore their legal rights and responsibilities as they relate to faith.
EDU 567. The English Language Learner 3 credits
This course is designed to prepare teachers to address the instructional needs of English Language Learners. The emphasis will be upon increasing awareness of the impact of culture and language skills upon the student learning experience and the acquisition of knowledge and skills to enhance the literacy and academic experiences of students in grades K-12 who are classified as English Language Learners. A field experience is required.
EDU 575. Special Education Leadership 3 credits
This course focuses upon the role of the principal as the building level leader in the area of special education and diversity awareness. Students will become familiar with special education legislation, policies and procedures as well as instructional strategies for students with learning differences.
EDU 576. Management Information Systems 3 credits
An introductory management information systems course providing the student with a broad exposure to information systems theory and practice. The focus of the course is upon key managerial issues concerned with the role of information systems in organizations. Although the course will examine the functions of technical areas within organizational systems, there is no assumption that the students bring a background of technical expertise in computer programming, network management or telecommunications.
EDU 595. Special Topics 3 credits
Topics reflective of current theories and practices in education will be announced by semester. Prerequisite: Permission of the Director of Graduate Programs in Education.
EDU 597. Independent Study 1-6 Credits
Independent research on topics specific to the field of education. Prerequisite: Permission of the Director of Graduate Programs in Education
EDU 599. Educational Research 3 credits
A study of research through the investigation of current research practices in the field of education. Students will examine the methodology and interpretation of both qualitative and quantitative research and the writing skills and processes needed to develop a research proposal.
GRD 999. Graduate Advisement 1 credit
Registration for this course allows for continuous enrollment in a graduate program, and provides the student with ongoing faculty guidance, supervision, and use of University resources as the final program requirements are being implemented and evaluated. Prerequisite: completion of all required courses. Pass-fail grade.
SPE 505. Teaching Students with High Incidence Disabilities 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with high incidence disabilities. The emphasis will be upon increasing the awareness of general, high incidence disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the high incidence disability population.
SPE 506. Teaching Students with Low Incidence Disabilities 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with low incidence disabilities. The emphasis will be upon increasing the awareness of general, low incidence disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the low incidence disability population.
SPE 507. Special Education Processes and Procedures 3 credits
This course is designed to provide the knowledge and skills required to implement federal and state mandates for the provision of special education services. The emphasis will be placed upon an examination of the evaluation tools and assessment techniques used in the evaluation, identification and ongoing assessment of students with special needs, the development of the Individualized Education Program (IEP), and the use of the IEP as a guide for individualized instruction.
SPE 508. Technology to Support Instruction 3 credits
This course provides a comprehensive look at the range of technologies available to support students with special needs in the school setting. The emphasis will be upon the selection and utilization of appropriate technologies to enhance the student learning experience.
SPE 509. Content Area Instructional Strategies 3 credits
This course is designed to prepare educators to support students with learning disabilities in content area classes. The course emphasizes organization, adaptation, and utilization of effective instructional techniques and student-centered learning strategies to meet the individual learning needs of the student with a learning disability across the content areas.
SPE 515. Teaching Students with Autism Spectrum Disorders 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with autism spectrum disorders. The emphasis will be upon increasing the awareness of general, autism spectrum disorder-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the autism spectrum disorder population
SPE 516. Teaching Students with Behavior and Emotional Disabilities 3 credits
This course is designed to prepare prospective special education teachers to provide effective instruction for individuals with behavior and emotional disabilities. The emphasis will be upon increasing the awareness of general, behavior and emotional disability-specific learning characteristics and the use of that knowledge base to assess individual student learning needs, design instruction based upon those needs, and implement the instructional plan using evidence based effective instructional practices for the behavior and emotional disabilities population.
SPE 517. Practicum 3-6 credits
An on-site special education teaching experience working directly with students with special needs under the direction of a highly qualified special educator with shared supervision by the host teacher and Waynesburg University faculty. Student is required to complete a six, consecutive week placement.
SPE 525. Autism Etiology and Characteristics of ASD 3 credits
This course provides class participants are provided with an overview of the characteristics, etiology, and prevalence of autism spectrum disorders (ASD). Emphasis will be placed on collaborative strategies to develop and implement comprehensive individual educational programs based on meeting the unique needs of learners with autism in inclusive environments. The course will highlight evidencebased practices and enhancing collaboration among individuals with ASD, their families, and supporting professionals. 20 hour field experience required.
SPE 526. Behavioral Analysis and Interventions for Students with ASD 3 credits
This course provides class participants with the knowledge and skills necessary to develop, implement and evaluate the impact of positive behavior support and applied behavior analysis. Emphasis will be placed on understanding the function of challenging behaviors, the teaching of new skills that make the challenging behavior unnecessary for the learner, and the prevention of the reoccurrence of challenging behaviors. The course will include functional behavior assessment and positive behavior support as foundations of appropriate behavioral intervention in keeping with the Individuals with Disabilities Education Act. 20 hours field experience required.
SPE 527. Communication and Social Competence for Students with ASD 3 credits
This course provides students with an overview of typical language acquisition and development as compared with students with Autism Spectrum Disorders. The course emphasizes the visual aspects of language learning as well as the notion of "communication as behavior" and addresses the role of alternative and augmentative communication technologies to support individuals with ASD. Additionally, this course introduces students to the common sensory integration issues often associated with Autism. The course provides techniques used for language development and collaboration with families and related service providers, as well as focusing on the importance of teaching skill-generalization across multiple settings and situations.
SPE 547. Teaching in the Inclusive Setting (cross-listed as EDU 549) 3 credits
This course is designed to provide the teacher with essential collaboration skills. Various collaboration techniques and procedures will be explored. The use of the skills in the collaborative and consultative teaching models will be emphasized.
SPE 548. Advanced Special Education Processes, Procedures 3 credits
and Instructional Strategies This course builds upon information provided in SPE 507. Separate sections will be offered for students in the PreK-8 and 7-12 Special Education certification programs. PreK-8 certification candidates will focus upon the development of the individualized Family Services Plan (IFSP) as well as effective instructional practices for students with special needs across the PreK-8 grade band. 7-12 certification candidates will focus upon secondary transition processes and procedures as well as effective instructional practices for students with special needs across the 7-12 grade band. Prerequisite: SPE 507.
Coming soon!


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Bontrager's 29-1 Expert tire is specifically designed and engineered for 29ers with a tread design that is ideally suited for dry and dust conditions. Tightly spaced center knobs provide fast-rolling traction, and the open outer tread provides excellent grip on dusty surfaces.
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Posted 6 years ago
(6 items)
Picture found at an estate sale in Dallas. The poster was attached to a cork board with other pictures covering it up so it wasn't till they were removed did I find this under them. The poster is 1957 Louisville Slugger Store Display. One of my best pieces in my collection.


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DEcember 1, 2006
Today's Comic
Boobs Make the World Go 'Round
December 6, 2006
Where to begin? Let's start with an auction on a teddy bear.
has been auctioning off teddy bears signed by celebrities and donating the money to help fight breast cancer - yet she also has a teddy bear signed by me (on the link you'll see what might be the sexiest picture ever taken of me).
The bear is auctioning off now
, but the auction ends on the 8th... so hurry. Because, man, if my bear goes for less than the old lady from "Golden Girls"'s bear went I'm gonna feel awful.
And while we're on the subject of boobs, this week the comic
Penny and Aggie
features art by me. The storyline started a bit earlier than I thought it would (hence I realized yesterday I sorta needed to send them the rest of the strips - because I suck ass). The storyline, "Undertow," starts
and is a sequel to another storyline I did the art for called
Omega Sisters
Finally, on the note of boobies... on my birthday I put up filler art (that's now on sale as
a postcard
. I thought the art was funny. Not all agreed, as this letter from a reader stated:
"I don't mind the filler on S*P. I do my best to overlook what I do mind about S*P and focus on its many redeeming qualities. But this is bugging me and it won't stop: Why does homicide Santa have to have his arm around a woman in low-cut lingerie, matching pumps and garters? Was that really necessary?
S*P has this
merciful tendency
women that I
really appreciate
, not to mention the Mike plotline wherein the "nice guy" was beautifully debunked. I find the basic decency of it all stellar and I'd like to cast my vote for more of that.
Okay, first off, if you don't know I love drawing women in various states of undress by now, I don't know what to say. Second, the art in question (as I told Sandi) was a parody of the old pulp detective book covers which has a hard-boiled detective, a victim, and a woman in next to nothing - that was the standard. So, I began to think of about this and I thought the whole thing was just funny. So, I decided to do the seven comics of Boobmas.
Hence why the last many updates have featured at least a couple of boobs. I thought it was funny - and my reply to Sandi wasn't curt. If she's been reading my comic for a while she should know I'm a bit ... capricious. Apparently, she did not quite think it's as funny as I do - nor appreciate
my little tagline dedicated just to her
"Was that "shout-out" really warranted? I even dropped it, rather than explaining that I caught the reference and still found it problematic.
So much for discourse."
Discourse is "dropping" a subject after it's explained to her? Was she going to debate the point further but her birthday gift to me choosing not to do so? I've no idea. But, Sandi, please take the Boobmas comics in the jovial spirit they were intended - and think of all the pleasure it's given people.
And all the pleasure everyone will get when Cocksgiving comes next November - all because of you.
Ho, ho, ho! -
Privacy Policy


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Start the player above to watch the film for free!
Watch the film, then buy the DVD and head over to the Facebook page to express your opinion. What did you think? We would love to hear your thoughts!
This film features the following speakers:
Allan Carlson is a noted speaker, writer and historian. He is the president of the Howard Center for Family, Religion, and Society and the author of many books, including Godly Seed: Evangelicals Confront Birth Control, 1873 - 1973.
Nancy Campbell is the publisher of the Above Rubies magazine, a publication with worldwide distribution to nearly 100,000 addresses. Through her Above Rubies ministry, she has ministered to women all over the world through her speaking and writing. She is the author of Be Fruitful and Multiply.
Matt Trewhalla is the pastor of Mercy Seat Christian Church in Milwaukee. A long time anti-abortion leader, Pastor Matt is the founder and President of Missionaries to the Preborn. He has a TV show in the Milwaukee area on VCY America.
Ryan C. MacPherson, Ph. D. is an historian, speaker, and defender of the natural family. He is the author of several books, including The Culture of Life: Ten Essential Principles for Christian Bioethics. He is also the president of The Hausvater Project.
Mike Koelzer is a board certified pharmacist and the owner of Kay Pharmacy in Grand Rapids, MI. He was featured in an ABC news story several years ago for his decision to not sell contraceptives in his pharmacy. He is the father of 10 children. His website, prolifepharmacy.com is dedicated to carrying his story and message to the world.
James Lansberry is the Senior Vice President at Samaritan Ministries and the National Director for The Morning Center. Samaritan Ministries administers a health care cost sharing ministry for Christians around the world. The Morning Center intends to be "the next step in the pro-life movement." The Morning Center endeavors to build gospel centered birthing facilities in cities, where the poor are served by abortion clinics but not birthing centers.
Steve Rupp is the vice president of Missouri Right to Life, which hosted the Rally for Religious Liberty in Jefferson City, MO in March 2012. Mr. Rupp is featured in the film as an interviewee, and speakers from the rally are featured in the film.


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My Ghoul Friday
Check back often!
Recent Moans from the Minions...
The Soulless Nether is the newest creature in the Dark Dwellers collection.
A vacuous creature, with no understanding of love or mercy, it is one of the few figures who will step from the shadows to nab its prey.
Slow moving but relentless.
Sightless but always aware. And accurate when it strikes.
It feeds on blood, flesh and bone, but only a few bites. Rarely will it consume an entire being, being drawn more by their life force than anything else. Once that starts to fade, the Nether loses interest and simply casts away its meal.
The younger the being, the more enticing. It is likely to steal toddlers from sandboxes, or birthday girls from backyard parties while Mom is getting more punch.
No charms or potions can protect you. This Dweller of the Dark stalks us and strikes at random. Enjoy the time you have, and pray for old age.
The figure is 9 1/2" tall.
Happy Friday the 13th, my fellow ghoulies. And what better day to introduce to you a new line of sculpted figures I'll be exploring this year.
It isn't official, but I think I will be calling them the Dwellers of the Dark. Or Dark Dwellers. Which one do you like better? Let me know.
They are a bit more...monsterish...than my usual cute creepers. Totally out of my element, and oh what fun that is!
No teeth or premade eyes. All sculpt. And more...sinister undertones.
They won't all look like these, but my intention is to give them a haunting or animalistic look.
It's a style I've always wanted to explore. I hope you like them.
With time, I should get a bit more skilled at the drawing out of the jaws and muscles. Practice, practice, practice.
For now, the first three are completed. They are similar though one of them is 14 1/2 inches high (as you can see in the photo below, he towers over the other two). He was the first, and as is the tradition, that means he stays with me.
The first completed sculpture of 2012 helps to set the mood for that far away holiday we wait for all year.
He stands at 11 inches. This year I'm going to make some of my Little Minions not so little. There will still be smaller figures but I thought it was time the Plague Doctors had some competition when it came to size.
It's been a lot of fun making various creatures in a larger scale, and I'm excited to experiment more.
I do wish I was a better seamstress. While I did sew his trick or treat bag, I'd like to get more inventive with their outfits. Sewing skill would help a lot, though I know I can find ways around my lack of talent with a thread and needle. I just need to be more creative.
Hopefully you folks are finding some time this spring to bring a little Halloween into your hearts.
Spring has sprung, but instead of flowers, it brings with it some monsters in the making.
In between puppy chaos, I've managed to experiment with some new figures, changing up my style a bit which has been fun. I'm excited to see how they come together, and trying to think outside the coffin...er...box...a bit when it comes to my designs. Now, none of these are revolutionary, but I think taking a step to the right of my usual style is a good thing.
And it's about time I was hit with inspiration. Show season is sneaking up quickly and like old Mother Hubbard, my cupboards are bare.
It's my birthday today. I almost forgot about that too. When you're spinning wildly, time has a way of being elusive.
Today I am off to lunch with a friend (and perhaps a stop for a pint or two) while Yetch babysits Monkey Boo. He's been away to Denver all week, leaving the pup and I on our own. I took the opportunity to do some crash course puppy self-control lessons by staying with my mom and her pack of dogs. Monkey is pretty good around the older dog but wants to wrestle full throttle with Padfoot the Irish Wolfhound. Paddy can fit her whole head in his mouth (even though they are the same age). She doesn't even blink at his size. Even Paddy recognizes she's a wild pup (as you can see from the picture below).
Having a puppy with the giardia parasite has convinced me that man will be wiped out by parasites, who are secretly the ultimate evil. The last week has been like zombie outbreak training. Everything must be sanitized in order to prevent spread of infection. Even if the antibiotics kill off the parasite in her system, she is at risk for reinfection (and infecting us) each time she goes outside in the backyard where she's gone to the bathroom. The only thing that kills these buggers is bleach. The protocol is a protective sheet at the back door. Shoes stay here. She's picked up off the ground and we clean her paws with baby wipes before being allowed back into the kitchen. Bedding is covered in towels which are washed daily (along with toys, bowls, and anything else she comes into contact with). Hands are washed so often, both Yetch and I have scaly hands (I had a rash for a while). When she goes to the bathroom, we pick it up immediately and pour a bleach mixture on the spot.
Needless to say, it's exhausting and time-consuming.
I've been able to find time to start some bodies for new creations and hope to get at more creating now that I have a system down. I'm hoping to make some more today.
I'm also waiting to hear from the vet regarding Monkey Boo's latest stool test. We're hoping for good news of no traces of the parasite. Of course, it doesn't guarantee she's clear...and I need to treat parts of the backyard with lime sulphur (which apparently changes the pH levels of the ground enough to become an inhospitable place for any parasite cysts in the soil). But that's tomorrow's plan.
Here she is folks. The newest addition to our family. We still haven't decided on her new name officially, but have caught ourselves calling her Monkey Boo. Early in the name brainstorming process I'd liked Monkey for a name but Yetch wasn't sold on it. Then Boo made the top of the list. Last night we learned that while she answers to Honey, her foster family also nicknamed her "Monkey Pants" as a term of endearment.
So while we haven't made a conscious effort to name this dog an obscure moniker, I have the feeling Monkey Boo is going to stick whether we want it to or not. We'll see.
I'm off to lay down while she's still napping.
A package of puppy supplies just arrived. Before you say "Oh Ghoul, enough with the puppy talk", take a look at what I got.
Did you know they sell Halloween themed dog toys? I didn't. And I realize that getting a puppy has given me excuses to buy more Halloween stuff.
It started inexpensively with this $3 double-sided Happy Howloween rope flyer, and a cackling skull and crossbones for $8 from www.petonly.ca.
Add this to the fact that hats might actually be a safety feature for my soft-skulled little girl...I mean...I would be a bad owner if I didn't get her some costumes that incorporate hats. Like this. Or this. Or maybe this. Or this.
Hee hee hee.
After a number of phone calls (and gracious apologies for a breakdown in communication), we learned more about Honey the Boston Terrier last night. Here's her story.
I have not created a thing since I last posted. Instead, I've been on a different mission.
A puppy mission. Researching breeds, breeders, and rescue groups. Eventually I focused my search on finding a female Boston Terrier puppy.
I was beginning to lose hope that I could get one. Well, I could get one easily but not from reputable sources. Even a number of - what appeared to be - legitimate breeders were a bit...sketchy. I didn't want to give money to people who were exploiting dogs for profit.
I told the universe (through anyone who would listen) that I was ready to find my puppy.
Three days later I spotted a photo (right) of a googly-eyed Boston Terrier up for adoption through Loyal Rescue. I knew there would be many people applying for this darling little puppy saved from a Missouri Breeding Kennel because in the two months I'd been scouring online, I'd never seen a puppy Boston Terrier for adoption in my province.
The adoption process is very thorough (a real nail-biting, nerve racking experience for someone eager to be paired with the dog they've already started to get attached to). First, you fill out a long, detail-heavy application. If your application is approved, someone phones you for a 30-60 minute interview (I was sweating through my shirt by the end of my interview. Not only were there unexpected questions, but I'd already started to imagine her as my puppy and the pressure was on not to spoil my chance).
If you do well, they phone your references.
Assuming those pass the muster, they schedule a home visit with a different volunteer interviewer. We had ours last Saturday night. By then, interest in "Honey" the puppy was so high they'd stopped accepting applications for her.
My first car was a red Hyundai Pony hatchback (with the black silhouettes of a stallion reared up on its hind legs near the rear windows). In order to get it started, you had to use the choke (which always made me feel like I was driving a tractor). Patiently, I'd wait for the engine to warm up enough that I could back out of the driveway and put it into drive without stalling.
The best place to find current art and WIPs is Instagram
I'm also on Twitter but be prepared for political commentary
My self-published book is still available!
Craving more Halloween goodness?
Here are some sites to satisfy the hunger.
All content copyright © 2007-2017 GhoulFriday.com (unless otherwise noted). And remember, safety first! Please read and understand our full disclaimer.


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iPad Air Simple POS
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Virology / Pathogenesis
|Beatrice Hahn, M.D.
|Robert Doms, M.D., Ph.D.
Members of the Pathogenesis Group have been active participants in HIV research for over a decade, and have contributed extensively to our understanding of virus-cell interactions, particularly entry and cellular tropism. Particular areas of active research are the role of cellular receptors in the interactions between HIV and primary cells, and the structural basis for the binding of HIV glycoproteins, particularly gp120, to CD4 and chemokine receptors. Other studies investigate the role of HIV accessory genes in viral replication in different host cells, and the functional analysis of those accessory proteins. The mechanisms underlying viral entry and pathogenesis in other viruses represent an area of long-standing interest in the virology community at the University of Pennsylvania, CHOP, and the Wistar Institute. Penn scientists have identified receptors for Rous Sarcoma virus and Mouse Mammary Tumor virus, and have played an important role in identifying viral glycoproteins that bind to the recently identified HSV-1 and HSV-2 receptors. In addition, work by Penn scientists has advanced our understanding of virus-membrane fusion reactions for bunyaviruses, cornaviruses, retroviruses, poxviruses, orthomyxoviruses, and herpesviruses by identifying viral fusion proteins and examining the events that trigger membrane fusion-inducing conformational changes, such as acid pH.


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New & NowProfiles
Absurdly Addictive Asparagus -- the brainchild of kaykay, the cook in our spotlight this week -- is hands down one of the most popular recipes on food52. Why? Because it is an absurdly addictive and healthy dish -- they exist, they really do! Not surprisingly, kaykay is also the mastermind of many other potential addictions -- we could see it becoming difficult to deny one of her Chocolate Dipped Almond Hazelnut Macaroons, Ricotta Loukamades with Thyme Honey and Walnuts, or even one last slice of Flatbread with Ricotta, Radicchio, and Pancetta Dressing.
A San Francisco-based creative director and mother of two, kaykay produces recipes pumped with personality. "I love cooking because you don't have to follow the rules," she says on her profile page. "I have dessert after breakfast, lunch, and dinner." When asked about her least favorite food, she asserts in her Winners' Q&A: "organs are best donated, not eaten." Please pass the Upside Down Bread Pudding with Caramelized Pears and Brandied Custard Sauce, thank you very much. Absurd? Sure. Addictive? Oh yeah. To a menu by kaykay, we throw up our hands and relish in her ability to make life as delectably irresistible as possible.
See kaykay's profile page and fan her here.
Read her profile Q&A below:
- What is the strangest food you have ever eaten?
Whale. During a trip to Japan, a few friends and I ventured into a restaurant that specialized in whale. Because it's a mammal, the meat is oddly like beef in texture and color, yet very fishy in taste and smell.
- What do you cook when home alone?
Honestly? Leftovers.
- Your most treasured kitchen possession:
Built-in instant hot water dispenser (I drink tea all day long)
- Your ideal meal:
Anything with prawns
- Something you'd like a chance to eat or cook:
I'd like to try a Michelin 3-star restaurant like El Bulli
- The number of bottles of wine you own:
Right now, 4. When it comes to wine, we don't collect, we consume.
- The ideal number of guests for a dinner party is:
- Kitchen pet peeve:
Overcooked fish